Positive Behavior Support

Universal Training Day Two

Delve & Dialogue

• Review PBS components and practices

• Make a connection to your work.

Outcomes

• Increase understanding of PBS

• Establish School–Wide systems and practices to support staff and students

• Determine PBS Team and each person’s roles

Day One Agenda

• Inclusion Activity, Outcomes, Agenda, Working Agreements

• PBS Overview

• Data Driven Decision Making

• Expectations/Matrix• Teaching Behavior and Social Emotional

Learning

Day Two Agenda

• Inclusion Activity, Outcomes, Agenda, Working Agreements

• PBS Review

• Team Composition

• Acknowledgment Systems

• T Chart

• Roll Out

Working Agreements

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of PBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Basic Recommendations for implementing PBS

• Never stop doing something that is already working.

• Always look for the smallest change that will produce the largest effect.

• Adapt to make it “fit” your school community, culture, context.

Team Composition

• Administrator

• Grade level representatives

• Specials representative

• Special education/ELL representative

• Support staff representative

• Others – IRTs, Title I, Learning Coordinator, SEA, EA

Functions of PBS Universal Team

• Put a ✔ by items already in place

• Put a circle around items left to complete

• Put a ? by that needs further explanation.

Roles of Team Members

• Administrator

• Coach: Internal, Co-coach

• Data manager

• Recorder – minutes/decisions/action plans

• Time-keeper

• Facilitator

• Family/community liaison

PBS Universal Team Internal Coach Role

• Coordinate monthly Universal meetings• Attend monthly Coaches Meeting and Trainings• Liaison to External Coach• Coordinate PBS Assessment tools• Present to staff, PTO, School Groups• Point person for building PBS Teams• Creating/Developing PBS teaching tools/materials• Coordinate acknowledgment system• Manage Behavior Data 

PBS Universal TeamData Manager

– Organize the data for the team (IC)• Assure that office referrals are being entered consistently

– Assist the team with interpretation

– Coordinate the monthly building staff presentations

– Coordinate with internal coach for end of year data summary forms

Team Member Assignment Activity

Acknowledgement plan

What is an acknowledgement?

It is to Recognize.

“Why should we acknowledge students for something they should be doing

anyway?”

What “should” you be doing?

Acknowledgment?

Driving Speed limit – follow driving laws

No tickets/loss of pts.

Reduce ins. rate

Work Attendance – on time

Do job

Get paycheck / benefits

Credit cards Pay on time Get points & rewards

Does acknowledgment shape our behavior?

Current Acknowledgement Practices

• Inappropriate Behavior

- Sent to counselor

- Principal’s office

-After school with an adult

-Stay in from recess

-Call home

-Parent meeting

-Special incentives

- In school suspension

-1 positive to 4 neutral

• Appropriate Behavior– More challenging work– “Free time”– Ignored– Call Home

_ Verbal praise

Reinforcement/ Acknowledgement can be ineffective if…

• Delivered with ambiguity

• Is not meaningful

• Creates psychological pressure

• Never fade ( generalize)

Why Do We Acknowledge?• Reinforce the teaching of new behaviors

• Strengthen positive behaviors that compete with problem behavior

•Prompt for adults to recognize behavior- 4:1

• Overall, we earn time back to teach and keep kids in the classroom where they can learn from us!

Every time any adult interacts with any student, it is an instructional moment! CELEBRATE

What will work for my school?

• Who – School wide, classroom, individual, staff

• What – data driven

• How –Verbal, token, tangible, symbolic, activity

4 Corners Activity

Types of acknowledgement

• Praise

• Tokens

• Symbolic

• Tangible

TYPE WHAT WHEN WHERE WHO

Immediate/High Frequency In the moment, predictable(e.g., Gotchas, Verbal praise Paws, High Fives)

KIDS:

ADULTS:

High frequency for a short time when first

teaching desired behavior or

re-teaching identified problem behavior

from data

ALL KIDS, ALL STAFF

Redemption of high frequency (e.g., school store, drawings, classroom extra recess)

KIDS:

ADULTS:

At least monthly ALL KIDS. ALL STAFF

Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway)

KIDS:

ADULTS:

Maintaining a taught behavior (fading)

ALL KIDS, ALL STAFF

Long-term School-wide Celebrations (school-wide not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day)

BOTH TOGETHER:

At least quarterly ALL KIDS, ALL STAFF

PBIS School-wide Acknowledgement Matrix (Student and Staff!)

TYPE/WHAT WHEN WHERE WHO

Immediate/High Frequency

Intermittent/Unpredictable

Long-term School-wideCelebrations or Activities

PBS School-wide Acknowledgement Matrix (Students and Adults!)

Team Time

Develop student and staff

school-wide acknowledgment system

Below the Line

Bottom Line

Below and Bottom Line

Life is a BEACH

Discouraging Inappropriate Behaviors

Below the Line: Fix-it Plans = Teacher responsibility

Bottom Line = Office Referred

School ExampleTeacher Managed Behavior

– Attendance/Tardy – Inform parents on effect on academic performance

– Profanity directed at student

– Gum chewing– Homework– No supplies– Tattling– Non-compliance– Name calling– Lying– Minor stealing– Cheating– Dress Code Violations– Minor Harassment

Office Managed Behavior– Attendance/Tardy– Vandalism– Substances– Defiance– Weapons– Profanity directed at Adults– Major disruptions– Fighting– Verbal/Physical intimidation– Major stealing– Cutting school– Wanderers– Gang Related Activity– Chronic Dress Code Violation– Harassment (including sexual)

T- CHART OF BEHAVIOR

Classroom Managed

BELOW THE LINE

Behaviors

Office-Managed

BOTTOM LINE

Behaviors

Work time

Roll Out

Rock Paper Scissors

Roll Out Activity

Complete PBS Action Plan

Closing Activity

-Rubber band: What has stretched you? How have you grown?

-Gum: How can we help this stick in your school?